Peer relationships represent a strong determinant in the development of prosocial behavior. This study compared the relationship of two sociometric methods (a peer nomination and a peer assessment technique) with parent and teacher ratings of social skills and problem behaviors. A peer nomination technique was used to determine the social status of children as reported by 101 students in grades 5 and 6. Teachers and parents of the children were also asked to provide their impressions of the students. In reviewing the results, "Most Liked" and "Social Preference" scores correlated positively with parent and teacher ratings of "Social Skills," and negatively with teacher ratings of "Problem Behaviors." Teacher ratings yielded more consistently significant correlations with results from peer assessment than did parent ratings. It appeared that parent ratings of problem behaviors seemed less related to the peer assessments than did parent ratings of social skills. Researchers also found that academic success is inconsistent with peer ratings of negative behaviors and strongly involved in selection of social favorites. It is hoped that this study will offer encouragement for the further development and use of peer assessment. (RJM)